Grandfather Gandhi TEKS Alignment
Grade Level
3
ELA TEKS
Figure 19
Reading/Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned
and independent reading to understand an author’s
message. Students will continue to apply earlier
standards with greater depth in increasingly more
complex texts as they become self-directed, critical
readers. The student is expected to:
Social Studies TEKS
3.1 History. The student understands how individuals,
events, and ideas have influenced the history of various
communities.
(A) describe how individuals, events, and ideas have
changed communities, past and present;
3.12 Citizenship. The student understands the impact of
individual and group decisions on communities in a
constitutional republic.
A) establish purposes for reading selected texts based
upon own or others’ desired outcome to enhance
comprehension;
(A) give examples of community changes that result from
individual or group decisions;
(B) ask literal, interpretive, and evaluative questions of
text;
(B) identify examples of actions individuals and groups can
take to improve the community;
(C) monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images,
rereading a portion aloud, generating questions)
3.17 Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology.
(D) make inferences about text and use textual evidence
to support understanding
(E) summarize information in text, maintaining meaning
and logical order; and
(F) make connections (e.g., thematic links, author
analysis) between literary and informational texts with
(A) research information, including historical and current
events, and geographic data, about the community and
world, using a variety of valid print, oral, visual, and
Internet resources;
(B) sequence and categorize information;
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similar ideas and provide textual evidence.
(C) interpret oral, visual, and print material by identifying
the main idea, distinguishing between fact and opinion,
identifying cause and effect, and comparing and
contrasting
Figure 19
5.5 History. The student understands important issues,
events, and individuals in the United States during the
20th and 21st centuries.
Reading/Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned
and independent reading to understand an author’s
message. Students will continue to apply earlier
standards with greater depth in increasingly more
complex texts as they become self-directed, critical
readers. The student is expected to:
A) establish purposes for reading selected texts based
upon own or others’ desired outcome to enhance
comprehension;
(B) ask literal, interpretive, and evaluative questions of
text;
(C) monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images,
rereading a portion aloud, generating questions)
(D) make inferences about text and use textual evidence
to support understanding
(A) analyze various issues and events of the 20th century
such as industrialization, urbanization, increased use of oil
and gas, the Great Depression, the world wars, the civil
rights movement, and military actions
5.24 Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology.
(A) differentiate between, locate, and use valid primary
and secondary sources such as computer software;
interviews; biographies; oral, print, and visual material;
documents; and artifacts to acquire information about the
United States;
(B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
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(E) summarize information in text, maintaining meaning
and logical order; and
generalizations and predictions, and drawing inferences
and conclusions;
(F) make connections (e.g., thematic links, author
analysis) between literary and informational texts with
similar ideas and provide textual evidence.
(D) identify different points of view about an issue, topic,
or current event; and
Figure 19
Reading/Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned
and independent reading to understand an author’s
message. Students will continue to apply earlier
standards with greater depth in increasingly more
complex texts as they become self-directed, critical
readers. The student is expected to:
A) establish purposes for reading selected texts based
upon own or others’ desired outcome to enhance
comprehension;
(B) ask literal, interpretive, and evaluative questions of
text;
(C) monitor and adjust comprehension (e.g., using
background knowledge, creating sensory images,
rereading a portion aloud, generating questions)
(D) make inferences about text and use textual evidence
(E) identify the historical context of an event.
to support understanding
(E) summarize and paraphrase texts in ways that
maintain meaning and logical order within a text and
across texts; and
(F) make connections (e.g., thematic links, author
analysis) between and across multiple texts of various
genres and provide textual evidence.
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Figure 19
Reading/Comprehension Skills. Students use a flexible
range of metacognitive reading skills in both assigned
and independent reading to understand an author’s
message. Students will continue to apply earlier
standards with greater depth in increasingly more
complex texts as they become self-directed, critical
readers. The student is expected to:
(A) establish purposes for reading selected texts based
upon own or others’ desired outcome to enhance
comprehension;
(B) ask literal, interpretive, evaluative, and universal
questions of text;
(C) monitor and adjust comprehension (e.g., using
background knowledge; creating sensory images;
rereading a portion aloud; generating questions);
6.1 History. The student understands that historical events
influence contemporary events.
(A) trace characteristics of various contemporary
societies in regions that resulted from historical events or
factors such as invasion, conquests, colonization,
immigration, and trade; and
(B) analyze the historical background of various
contemporary societies to evaluate relationships between
past conflicts and current conditions.
6.2 History. The student understands the influences of
individuals and groups from various cultures on various
historical and contemporary societies.
(B) evaluate the social, political, economic, and cultural
contributions of individuals and groups from various
societies, past and present.
6.15 Culture. The student understands the similarities and
(D) make inferences about text and use textual evidence
to support understanding;
(E) summarize, paraphrase, and synthesize texts in ways
that maintain meaning and logical order within a text
and across texts; and
(F) make connections (e.g., thematic links, author
analysis) between and across multiple texts of various
genres, and provide textual evidence.
differences within and among cultures in various world
societies. (A) define culture and the common traits that
unify a culture region;
(F) identify and explain examples of conflict and
cooperation between and among cultures.
6.19 Culture. The student understands the relationships
among religion, philosophy, and culture.
(A) explain the relationship among religious ideas,
philosophical ideas, and cultures; and
6.21 Social studies skills. The student applies criticalthinking skills to organize and use information acquired
through established research methodologies from a
variety of valid sources, including electronic technology.
(B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions;
(D) identify different points of view about an issue or
current topic;
(E) identify the elements of frame of reference that
influenced participants in an event; and
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8.20 Citizenship. The student understands the importance
of voluntary individual participation in the democratic
process.
(C) analyze reasons for and the impact of selected
examples of civil disobedience in U.S. history such as the
Boston Tea Party and Henry David Thoreau's refusal to pay
a tax.
8.29 Social studies skills. The student applies criticalthinking skills to organize and use information acquired
through established research methodologies from a
variety of valid sources, including electronic technology.
(B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions;
(D) identify points of view from the historical context
surrounding an event and the frame of reference which
influenced the participants;